2f:I[703058,["/_next/static/immutable/chunks/3bhq_5eh1d760.js","/_next/static/immutable/chunks/1855-ogyi8eh4.js","/_next/static/immutable/chunks/2pfsjpn6k6zlg.js","/_next/static/immutable/chunks/26c7v3_3uwnwu.js","/_next/static/immutable/chunks/25a3ozcrvi1ff.js","/_next/static/immutable/chunks/2r4wx50nvjh_4.js","/_next/static/immutable/chunks/23fsw06hsi5b1.js","/_next/static/immutable/chunks/06_yt270h41rg.js","/_next/static/immutable/chunks/3ezsiz-7shkna.js","/_next/static/immutable/chunks/20x2y96ldu5wx.js","/_next/static/immutable/chunks/2lxntcm3pd1_h.js","/_next/static/immutable/chunks/00dgco8irq3jw.js","/_next/static/immutable/chunks/00nwe-kq0rboc.js","/_next/static/immutable/chunks/2051ffx3xzio9.js"],"PaperListPageClient"] 30:Ta18,Social media's association with adolescent well-being remains debated. Heavy use has been associated with distress, while abstinence may cause missed connections. To investigate 3-year longitudinal associations between after-school social media use and adolescent well-being using a large longitudinal cohort dataset modeled within a repeated cross-sectional framework. This cohort study included Australian students in grades 4 through 12 (2019-2022). After-school social media use was self-reported and grouped as none, moderate, or highest. Well-being was assessed using 8 validated indicators (eg, happiness, life satisfaction, emotional regulation), dichotomized as high vs low. Well-being was assessed concurrently with social media use during the annual school-based survey in each year of data collection. Data analysis was conducted from June to July 2025. Self-reported after-school social media use between 3 pm and 6 pm (weekdays), classified into 3 categories: none (0 h/wk), moderate (>0 to <12.5 h/wk), and highest (≥12.5 h/wk). The primary outcome was overall well-being, measured as the mean score across 8 validated domains (happiness, optimism, life satisfaction, worry, sadness, perseverance, emotional regulation, and cognitive engagement), dichotomized as high vs low (<3 on a scale of 1-5). Secondary outcomes were each individual well-being indicator, similarly dichotomized. Mixed-effects logistic models were used for analyses, stratified by sex and adjusted for demographic covariates. The analytic sample included 100 991 adolescents, contributing 173 533 observations (86 582 [49.9%] observations from female participants; mean [SD] age, 13.5 [2.2] years). A U-shaped association was observed between after-school social media use and well-being. Compared with moderate users, adolescents with the highest use had greater odds of low well-being (grades 7-9, girls: odds ratio [OR], 3.13 [95% CI, 2.88-3.39]; boys: OR, 2.25 [95% CI, 1.86-2.72]), while nonusers also had higher odds of low well-being in later adolescence (grades 10-12, girls: OR, 1.79 [95% CI, 1.41-2.27]; boys: OR, 3.00 [95% CI, 2.01-4.46]). These patterns were consistent across survey years and robust to sensitivity analyses. In this cohort study of students in grades 4 through 12, social media's association with adolescent well-being was complex and nonlinear, varying by age and sex. While heavy use was associated with poorer well-being and abstinence sometimes coincided with less favorable outcomes, these findings are observational and should be interpreted cautiously.31:Tfbb, Importance Social media’s association with adolescent well-being remains debated. Heavy use has been associated with distress, while abstinence may cause missed connections. Objective To investigate 3-year longitudinal associations between after-school social media use and adolescent well-being using a large longitudinal cohort dataset modeled within a repeated cross-sectional framework. Design, Setting, and Participants This cohort study included Australian students in grades 4 through 12 (2019-2022). After-school social media use was self-reported and grouped as none, moderate, or highest. Well-being was assessed using 8 validated indicators (eg, happiness, life satisfaction, emotional regulation), dichotomized as high vs low. Well-being was assessed concurrently with social media use during the annual school-based survey in each year of data collection. Data analysis was conducted from June to July 2025. Exposures Self-reported after-school social media use between 3 pm and 6 pm (weekdays), classified into 3 categories: none (0 h/wk), moderate (&gt;0 to &lt;12.5 h/wk), and highest (≥12.5 h/wk). Main Outcomes and Measures The primary outcome was overall well-being, measured as the mean score across 8 validated domains (happiness, optimism, life satisfaction, worry, sadness, perseverance, emotional regulation, and cognitive engagement), dichotomized as high vs low (&lt;3 on a scale of 1-5). Secondary outcomes were each individual well-being indicator, similarly dichotomized. Mixed-effects logistic models were used for analyses, stratified by sex and adjusted for demographic covariates. Results The analytic sample included 100 991 adolescents, contributing 173 533 observations (86 582 [49.9%] observations from female participants; mean [SD] age, 13.5 [2.2] years). A U-shaped association was observed between after-school social media use and well-being. Compared with moderate users, adolescents with the highest use had greater odds of low well-being (grades 7-9, girls: odds ratio [OR], 3.13 [95% CI, 2.88-3.39]; boys: OR, 2.25 [95% CI, 1.86-2.72]), while nonusers also had higher odds of low well-being in later adolescence (grades 10-12, girls: OR, 1.79 [95% CI, 1.41-2.27]; boys: OR, 3.00 [95% CI, 2.01-4.46]). These patterns were consistent across survey years and robust to sensitivity analyses. Conclusions and Relevance In this cohort study of students in grades 4 through 12, social media’s association with adolescent well-being was complex and nonlinear, varying by age and sex. While heavy use was associated with poorer well-being and abstinence sometimes coincided with less favorable outcomes, these findings are observational and should be interpreted cautiously. 25:[[["$","script","0",{"type":"application/ld+json","dangerouslySetInnerHTML":{"__html":"{\"@context\":\"https://schema.org\",\"@type\":\"CollectionPage\",\"name\":\"Adolescent Mental Health: condition Research & Clinical Takeaways\",\"description\":\"Explore peer-reviewed papers on Adolescent Mental Health (condition). Clinician-written summaries and actionable practice insights. 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For externalising symptoms, only girls (not boys) showed significant **convergence** with their friendship group. Victimisation predicted higher symptoms and greater peer dissimilarity but did not amplify longitudinal convergence. Friendship stability was the key driver of convergence in exploratory LASSO analyses.","limitations":"- Two-wave design limits ability to separate social selection from social influence and to capture dynamic change.\n- Non-clinical composite symptom measures (3–11 items) may lack sensitivity to detect subtle symptom changes.\n- Complete-case analysis required for network outcomes may introduce selection bias and reduce generalisability.","practice_takeaway":"Peer friendship networks cluster adolescent mental health symptoms, so school-based screening and interventions should consider the peer group, not just the individual. Girls may be a specific target for externalising symptom peer-influence programs, and stable friendships appear to amplify this transmission."}},{"doi":"10.1016/j.jadohealth.2026.06.005","pmid":"42550120","title":"A Socioecological Approach to Adolescent Suicide Risk: The Roles of Social Bonds and Recognition","journal_title":"Journal of Adolescent Health","journal_issn":"1054-139X","published_at":"2026-08-04T00:00:00.000Z","url":"https://doi.org/10.1016/j.jadohealth.2026.06.005","source_score":18,"is_retracted":false,"is_open_access":false,"raw_metadata":{"pubmed":true,"crossref":true,"unpaywall":true},"created_at":"2026-08-07T13:22:59.210Z","updated_at":"2026-08-07T13:22:59.210Z","tags":[{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"age_group","value":"adolescent","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"category","value":"Pediatrics","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"condition","value":"Adolescent Mental Health","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"condition","value":"Suicidal Ideation","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"condition","value":"Suicide Attempt","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"impact_flag","value":"practice_changing","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"level_of_evidence","value":"3","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"modality","value":"Psychosocial Intervention","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"sample_size","value":"n=190151","value_numeric":190151},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"sex","value":"mixed","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"study_design","value":"Cross-Sectional Study","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"warning","value":"Structural equation modeling pathways are described directionally (e.g., 'associated with lower risk'), but the observational design does not confirm mediation in a causal sense.","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"warning","value":"The 'impact_flag' of practice_changing reflects the large sample size and multi-domain findings, but causal claims cannot be made due to the cross-sectional design.","value_numeric":null},{"paper_doi":"10.1016/j.jadohealth.2026.06.005","tag_type":"warning","value":"The study is limited to Pennsylvania public school students; findings may not generalize to other states, private schools, or out-of-school youth.","value_numeric":null}],"summaries":{"what_studied":"Using the 2023 Pennsylvania Youth Survey (n=190,151 students), this cross-sectional study examined whether stronger social bonds and recognition across family, school, and community domains were associated with lower adolescent suicide risk (ideation, plan, attempt, injury), both directly and indirectly through individual/interpersonal risk factors (substance use, depression, bullying victimization), with rurality included as a covariate.","key_result":"Suicidal ideation was reported by 16%, plan by 13%, attempt by 5%, and injury by attempt by 1%. Family attachment had the largest direct protective association with suicide risk; school commitment had the largest indirect protective association via reduced individual/interpersonal risk factors. Community recognition showed the largest direct protective association among social recognition domains; family recognition had the largest indirect effect through social bonds and lower risk factors. Rurality, substance use, depression, and bullying victimization were each associated with higher suicide risk.","limitations":"Cross-sectional design limits causal inference. The sample is geographically restricted to Pennsylvania, which may limit generalizability. All measures were self-reported and dichotomous for suicide outcomes, which may reduce precision.","practice_takeaway":"Clinicians and school health teams should assess family attachment, school connectedness, and community recognition as protective factors—not just individual risk—when screening adolescents for suicide risk. Coordinated, multisector prevention efforts (family, school, community) are especially important for rural youth."}},{"doi":"10.1016/s2352-4642(26)00166-5","pmid":"42372778","title":"How interactional AI may alter adolescent relational learning and mental health","journal_title":"The Lancet Child & Adolescent Health","journal_issn":"2352-4642","published_at":"2026-06-29T00:00:00.000Z","url":"https://doi.org/10.1016/s2352-4642(26)00166-5","source_score":190,"is_retracted":false,"is_open_access":false,"raw_metadata":{"pubmed":true,"crossref":true,"unpaywall":true},"created_at":"2026-07-02T13:33:16.529Z","updated_at":"2026-07-02T13:33:16.529Z","tags":[{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"age_group","value":"adolescent","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"category","value":"Pediatrics","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"condition","value":"Adolescent Mental Health","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"impact_flag","value":"safety_signal","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"level_of_evidence","value":"7","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"modality","value":"Conversational AI / Interactional AI","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"study_design","value":"Commentary / Perspective","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"warning","value":"No abstract or full text was provided — summary is based solely on the title, journal, and DOI metadata. Key results and limitations are inferred from the paper type and topic, not verified from source content. Treat all summary fields as provisional.","value_numeric":null},{"paper_doi":"10.1016/s2352-4642(26)00166-5","tag_type":"warning","value":"Study design is ambiguous without full text; classified as Commentary/Perspective based on the nature of the title and journal section, but could be a review or analysis piece.","value_numeric":null}],"summaries":{"what_studied":"This paper examines how interactional AI (e.g., conversational agents and social AI companions) may affect adolescent relational learning and mental health outcomes, exploring both potential benefits and risks of AI-mediated social interaction during a critical developmental period.","key_result":"The paper does not report primary empirical outcomes with numerical data; it presents a conceptual/theoretical analysis of pathways by which interactional AI could alter how adolescents develop social and relational skills, with implications for mental health.","limitations":"As a commentary or perspective piece, it lacks primary empirical data; conclusions are largely theoretical and may not yet be supported by longitudinal evidence in adolescent populations.","practice_takeaway":"Clinicians working with adolescents should be aware that frequent use of interactional AI tools may shape relational learning in ways not yet fully understood — screening for AI use patterns could become relevant in mental health assessments. Caution is warranted before drawing firm clinical conclusions given the limited empirical base."}},{"doi":"10.1007/s12671-026-02905-8","pmid":null,"title":"From Retreat to Reality: A Qualitative Study of How Adolescents Apply Mindfulness One Month After a Weeklong Retreat","journal_title":"Mindfulness","journal_issn":"1868-8527","published_at":"2026-06-26T00:00:00.000Z","url":"https://doi.org/10.1007/s12671-026-02905-8","source_score":5,"is_retracted":false,"is_open_access":true,"raw_metadata":{"pubmed":false,"crossref":true,"unpaywall":true},"created_at":"2026-07-08T13:26:29.976Z","updated_at":"2026-07-08T13:26:29.976Z","tags":[{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"age_group","value":"adolescent","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"category","value":"Psychology, Clinical","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"condition","value":"Adolescent Mental Health","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"condition","value":"Social Anxiety","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"impact_flag","value":"limited_evidence","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"level_of_evidence","value":"6","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"modality","value":"Mindfulness-Based Intervention","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"sample_size","value":"n=15","value_numeric":15},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"sex","value":"mixed","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"study_design","value":"Qualitative Study","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"warning","value":"Participants were drawn from a single retreat program affiliated with a specific organization; socioeconomic and geographic diversity are not reported, which may affect transferability.","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"warning","value":"The follow-up sample was significantly more female than non-completers (p=.026), which may limit generalizability to male adolescents.","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02905-8","tag_type":"warning","value":"The study is not preregistered, and the small sample size (n=15) limits statistical power and generalizability; findings should be treated as hypothesis-generating.","value_numeric":null}],"summaries":{"what_studied":"This qualitative study examined how 15 adolescents (mean age 16.74 years; 73% girls) integrated mindfulness skills into daily life one month after completing a six-day immersive mindfulness retreat, exploring both intra- and inter-personal applications via structured one-on-one interviews.","key_result":"All 15 adolescents reported both intra- and inter-personal applications of mindfulness. Self-awareness and regulation was the most universal skill (100%), followed by self-compassion/acceptance and navigating social anxiety/building connections (both 73%), compassionate communication (67%), gaining a broader perspective (60%), and social awareness and attunement (53%).","limitations":"- Very small sample (n=15) with significant attrition from the original cohort (n=23), and completers were disproportionately girls (73% vs. 25% among non-completers, p=.026).\n- No control group and no pre/post comparison of mindfulness outcomes in this follow-up cohort.\n- Single follow-up timepoint (one month); long-term durability of retreat-gained skills is unknown.","practice_takeaway":"A weeklong immersive mindfulness retreat may help adolescents carry self-regulation, self-compassion, and prosocial skills into everyday life one month later—benefits that school-based programs rarely capture. Clinicians and educators working with teens should consider intensive retreat formats as a complement to brief, school-based mindfulness curricula, while noting this evidence is preliminary and based on a small, self-selected sample."}},{"doi":"10.1111/jcpp.70169","pmid":"42324969","title":"Personally meaningful life events from adolescence to young adulthood: a longitudinal natural language processing analysis","journal_title":"Journal of Child Psychology and Psychiatry","journal_issn":"0021-9630","published_at":"2026-06-22T00:00:00.000Z","url":"https://doi.org/10.1111/jcpp.70169","source_score":133,"is_retracted":false,"is_open_access":true,"raw_metadata":{"pubmed":true,"crossref":true,"unpaywall":true},"created_at":"2026-06-26T13:25:31.645Z","updated_at":"2026-06-26T13:25:31.645Z","tags":[{"paper_doi":"10.1111/jcpp.70169","tag_type":"age_group","value":"adolescent","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"age_group","value":"mixed","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"category","value":"Psychiatry","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"condition","value":"Adolescent Mental Health","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"condition","value":"Internalizing Symptoms","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"impact_flag","value":"limited_evidence","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"level_of_evidence","value":"3","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"modality","value":"Natural Language Processing","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"sample_size","value":"n=1442","value_numeric":1442},{"paper_doi":"10.1111/jcpp.70169","tag_type":"sex","value":"mixed","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"study_design","value":"Longitudinal Cohort Study","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"warning","value":"Level of evidence is assigned as 3 (longitudinal cohort study without randomization or control group); no causal inference can be drawn from the association between internalizing symptoms and event types.","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"warning","value":"No specific drug, therapeutic agent, or clinical intervention was evaluated — modality tag reflects the analytical method (NLP/BERTopic), not a treatment. Clinical actionability is indirect.","value_numeric":null},{"paper_doi":"10.1111/jcpp.70169","tag_type":"warning","value":"The age_group spans adolescent to young adult (ages 15–24); 'mixed' is used to capture this range alongside 'adolescent'.","value_numeric":null}],"summaries":{"what_studied":"A longitudinal study followed 1,442 adolescents from an urban, multiethnic cohort at ages 15, 17, 20, and 24, analyzing 5,670 open-text descriptions of self-reported most important life events using BERTopic natural language processing to identify how event themes shift over development and relate to internalizing symptoms.","key_result":"83.1% of reported life events were positive in valence; developmental shifts in event topics occurred from mid-adolescence to young adulthood; higher internalizing symptoms were linked to greater likelihood of reporting interpersonal and stressful events rather than positive or achievement-related ones.","limitations":"Urban, multiethnic cohort may limit generalizability to other populations; open-text responses are subject to self-report bias; topic modeling (BERTopic) captures themes statistically but may miss nuance in individual narratives.","practice_takeaway":"Clinicians working with youth should assess not only stressful or negative life events but also the presence and quality of positive, meaningful experiences, as these appear protective against internalizing symptoms. Promoting beneficial experiences—alongside reducing stressors—may be a practical lever for improving adolescent mental health."}},{"doi":"10.1007/s12671-026-02899-3","pmid":null,"title":"Validation of the Portuguese Five-Item Child and Adolescent Mindfulness Measure (CAMM-5-PT)","journal_title":"Mindfulness","journal_issn":"1868-8527","published_at":"2026-06-08T00:00:00.000Z","url":"https://doi.org/10.1007/s12671-026-02899-3","source_score":5,"is_retracted":false,"is_open_access":false,"raw_metadata":{"pubmed":false,"crossref":true,"unpaywall":true},"created_at":"2026-06-15T13:21:49.432Z","updated_at":"2026-06-15T13:21:49.432Z","tags":[{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"age_group","value":"adolescent","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"category","value":"Psychology, Clinical","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"condition","value":"Adolescent Mental Health","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"condition","value":"Anxiety","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"condition","value":"Depression","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"condition","value":"Stress","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"impact_flag","value":"confirms_prior","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"level_of_evidence","value":"3","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"modality","value":"Mindfulness Assessment","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"sample_size","value":"n=2345","value_numeric":2345},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"sex","value":"mixed","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"study_design","value":"Psychometric Validation Study","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"warning","value":"Full text was behind a paywall; all extracted data come from the abstract and metadata only — specific fit indices, reliability coefficients, and effect sizes are not available.","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"warning","value":"Study design was tagged as 'Psychometric Validation Study'; this does not fit neatly into standard RCT/observational hierarchies, so level of evidence is approximate.","value_numeric":null},{"paper_doi":"10.1007/s12671-026-02899-3","tag_type":"warning","value":"The CAMM-5-PT is a self-report measure; its clinical utility for diagnosing mindfulness deficits versus research screening is not directly addressed in the available text.","value_numeric":null}],"summaries":{"what_studied":"This study validated the Portuguese 5-item Child and Adolescent Mindfulness Measure (CAMM-5-PT) in 2,345 adolescents aged 12–18, examining factor structure, reliability, test–retest stability, gender/grade invariance, and convergent, divergent, and incremental validity against depression, anxiety, stress, and well-being.","key_result":"The CAMM-5-PT showed excellent unidimensional fit, strong internal consistency, and high test–retest reliability; it was measurement-invariant across gender and school grade. Boys scored higher in mindfulness than girls. The scale added incremental predictive validity for depression, anxiety, stress, and well-being beyond psychological flexibility, inflexibility, rumination, and self-compassion.","limitations":"- Full text was not available; details on effect sizes, fit indices, and reliability coefficients could not be extracted.\n- Sample was drawn from a single country (Portugal), limiting generalizability.\n- No information provided on socioeconomic diversity or clinical versus community breakdown of the sample.","practice_takeaway":"The CAMM-5-PT is a brief, psychometrically sound tool suitable for screening adolescent mindfulness in school and research settings in Portuguese-speaking populations. Clinicians should note that boys tend to report higher mindfulness than girls, which may affect interpretation of scores."}},{"doi":"10.1186/s12888-026-08190-y","pmid":"42177455","title":"Application and effectiveness of artificial intelligence in adolescent mental health support and therapy: a scoping review","journal_title":"BMC Psychiatry","journal_issn":"1471-244X","published_at":"2026-05-23T00:00:00.000Z","url":"https://doi.org/10.1186/s12888-026-08190-y","source_score":8,"is_retracted":false,"is_open_access":true,"raw_metadata":{"pubmed":true,"crossref":true,"unpaywall":true},"created_at":"2026-05-28T13:24:30.663Z","updated_at":"2026-05-28T13:24:30.663Z","tags":[{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"age_group","value":"adolescent","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"category","value":"Psychiatry","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"condition","value":"Adolescent Mental Health","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"condition","value":"Anxiety","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"condition","value":"Depression","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"condition","value":"Stress","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"condition","value":"Suicidal Ideation","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"impact_flag","value":"limited_evidence","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"level_of_evidence","value":"3","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"modality","value":"Artificial Intelligence","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"sample_size","value":"n=24","value_numeric":24},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"sex","value":"mixed","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"study_design","value":"Scoping Review","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"warning","value":"Level of evidence set to 3 (scoping review); scoping reviews do not synthesize effect sizes or perform meta-analysis, so clinical effect estimates are not available.","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"warning","value":"Sample size tag (n=24) refers to the number of included studies, not individual participants — total participant count across studies is not reported in the abstract.","value_numeric":null},{"paper_doi":"10.1186/s12888-026-08190-y","tag_type":"warning","value":"Study design classified as 'Scoping Review' per JBI/PRISMA-ScR methodology stated by authors; not a systematic review with pooled analysis.","value_numeric":null}],"summaries":{"what_studied":"This scoping review evaluated the applications, outcomes, strengths, drawbacks, and technical/ethical challenges of AI tools in adolescent mental health support and therapy, covering peer-reviewed and grey literature published between 2015 and July 2025 across PubMed, Embase, Web of Science, and ScienceDirect.","key_result":"24 studies met inclusion criteria (all published 2020–2025); AI showed promise in risk prediction, personalized care, stigma reduction, and expanding access for underserved populations, primarily targeting depression, anxiety, stress, and suicidal ideation — but algorithmic errors, reliance on self-reported data, privacy concerns, and unvalidated long-term effects remain significant concerns.","limitations":"- Only 24 studies included, limiting generalizability; all published after 2020, so long-term evidence is thin.\n- Heavy reliance on self-reported and screen-based data across included studies introduces measurement bias.\n- Restricted to English-language publications, which may exclude relevant research from non-English-speaking regions.","practice_takeaway":"AI tools can help identify mental health risk and expand care access for adolescents — especially in underserved or crisis settings — but clinicians should not rely on them as standalone diagnostics given unresolved concerns about algorithmic accuracy, data privacy, and lack of long-term outcome validation.\n\nHealthcare providers should build digital competency and stay informed on evolving regulatory frameworks before integrating AI into adolescent mental health workflows."}},{"doi":"10.1542/peds.2026-077025","pmid":"42107976","title":"The Crucial Role of Recess in School: Policy Statement","journal_title":"Pediatrics","journal_issn":"0031-4005","published_at":"2026-05-11T00:00:00.000Z","url":"https://doi.org/10.1542/peds.2026-077025","source_score":199,"is_retracted":false,"is_open_access":false,"raw_metadata":{"ooir":{"day":"2026-05-12","doi":"10.1542/peds.2026-077025","days":"7","issn":"0031-4005","rank":"1","field":"Clinical Medicine","score":"199","category":"Pediatrics","categories":["Pediatrics"],"_categories":["Pediatrics"]},"pubmed":{"doi":"10.1542/peds.2026-077025","title":"The Crucial Role of Recess in School: Policy Statement.","journal":"Pediatrics","methods":"","results":"","abstract":"This revision serves as an update of the 2013 policy statement, \"The Crucial Role of Recess.\" It reemphasizes the crucial role of recess in child and adolescent development, citing research in the neurophysiology of learning, adolescent health, social-emotional development, executive skills, and the role of peer engagement and play for well-being. Recess represents a temporary suspension of academic cognitive effort helping to maintain efficiency, concentration, and morale. Breaks offer an opportunity for students to manage stress and promote prosocial development, a universal benefit for all ages. Recess positively impacts the teaching-learning environment and children's mental health. Pediatricians are natural allies with parents, students, school nurses, and school staff for the promotion and protection of regular breaks from the demands of concentrated classroom instruction.","keywords":[],"pubmed_id":"42107976","conclusions":"","publication_date":"2026-05-11T00:00:00"},"crossref":{"DOI":"10.1542/peds.2026-077025","URL":"https://doi.org/10.1542/peds.2026-077025","ISSN":["0031-4005","1098-4275"],"link":[{"URL":"https://publications.aap.org/pediatrics/article-pdf/doi/10.1542/peds.2026-077025/1932066/pediatrics.2026077025.pdf","content-type":"application/pdf","content-version":"vor","intended-application":"syndication"},{"URL":"https://publications.aap.org/pediatrics/article-pdf/doi/10.1542/peds.2026-077025/1932066/pediatrics.2026077025.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"page":null,"type":"journal-article","issue":null,"score":1,"title":["The Crucial Role of Recess in School: Policy Statement"],"author":[{"given":"Robert","family":"Murray","sequence":"first","affiliation":[{"name":"1Professor of Pediatrics, Emeritus, The Ohio State University, Columbus, Ohio"}]},{"given":"Catherine","family":"Ramstetter","sequence":"additional","affiliation":[{"name":"2School Health Consultant, Successful Healthy Children, Cincinnati, Ohio"}]},{"given":"Daniel","family":"Woolridge","sequence":"additional","affiliation":[{"name":"3UC Berkeley - UC San Francisco Joint Medical Program, Berkeley, California"}]},{"given":"Charlene","family":"Woodham Brickman","sequence":"additional","affiliation":[{"name":"4Play Consultant, Recess and Play, LLC, Athens, Georgia"}]},{"given":null,"family":null,"sequence":"additional","affiliation":[]},{"given":"Sara","family":"Bode","sequence":"additional","affiliation":[]},{"given":"Marian","family":"Larkin","sequence":"additional","affiliation":[]},{"given":"Katherine A.","family":"Connor","sequence":"additional","affiliation":[]},{"given":"Emily","family":"Frank","sequence":"additional","affiliation":[]},{"given":"Ronald Vincent","family":"Marino","sequence":"additional","affiliation":[]},{"given":"Tracie","family":"Newman","sequence":"additional","affiliation":[]},{"given":"Yuri","family":"Okuizumi-Wu","sequence":"additional","affiliation":[]},{"given":"Ryan","family":"Padrez","sequence":"additional","affiliation":[]},{"given":"Anjali Suchita","family":"Rao","sequence":"additional","affiliation":[]},{"given":"Michelle","family":"Shankar","sequence":"additional","affiliation":[]},{"given":"Elizabeth","family":"Zmuda","sequence":"additional","affiliation":[]}],"issued":{"date-parts":[[2026,5,11]]},"member":"417","prefix":"10.1542","source":"Crossref","volume":null,"created":{"date-time":"2026-05-11T00:02:41Z","timestamp":1778457761000,"date-parts":[[2026,5,11]]},"indexed":{"date-time":"2026-05-11T00:10:20Z","timestamp":1778458220870,"date-parts":[[2026,5,11]]},"subject":[],"abstract":"This revision serves as an update of the 2013 policy statement, ”The Crucial Role of Recess.” It reemphasizes the crucial role of recess in child and adolescent development, citing research in the neurophysiology of learning, adolescent health, social-emotional development, executive skills, and the role of peer engagement and play for well-being. Recess represents a temporary suspension of academic cognitive effort helping to maintain efficiency, concentration, and morale. Breaks offer an opportunity for students to manage stress and promote prosocial development, a universal benefit for all ages. Recess positively impacts the teaching-learning environment and children’s mental health. Pediatricians are natural allies with parents, students, school nurses, and school staff for the promotion and protection of regular breaks from the demands of concentrated classroom instruction.","language":"en","relation":{},"resource":{"primary":{"URL":"https://publications.aap.org/pediatrics/article/doi/10.1542/peds.2026-077025/207527/The-Crucial-Role-of-Recess-in-School-Policy"}},"subtitle":[],"deposited":{"date-time":"2026-05-11T00:02:53Z","timestamp":1778457773000,"date-parts":[[2026,5,11]]},"issn-type":[{"type":"print","value":"0031-4005"},{"type":"electronic","value":"1098-4275"}],"published":{"date-parts":[[2026,5,11]]},"publisher":"American Academy of Pediatrics (AAP)","reference":[{"DOI":null,"key":"2026051020023953100_r1","year":"1989","issue":null,"author":"United Nations Convention on the Rights of the Child","volume":null,"first-page":null,"unstructured":null,"article-title":"United Nations General Assembly Resolution 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A U-shaped association was observed between after-school social media use and well-being. Compared with moderate users, adolescents with the highest use had greater odds of low well-being (grades 7-9, girls: odds ratio [OR], 3.13 [95% CI, 2.88-3.39]; boys: OR, 2.25 [95% CI, 1.86-2.72]), while nonusers also had higher odds of low well-being in later adolescence (grades 10-12, girls: OR, 1.79 [95% CI, 1.41-2.27]; boys: OR, 3.00 [95% CI, 2.01-4.46]). These patterns were consistent across survey years and robust to sensitivity analyses.","abstract":"$30","keywords":[],"pubmed_id":"41525086","conclusions":"","publication_date":"2026-01-12T00:00:00"},"crossref":{"DOI":"10.1001/jamapediatrics.2025.5619","URL":"https://doi.org/10.1001/jamapediatrics.2025.5619","ISSN":["2168-6203"],"link":[{"URL":"https://jamanetwork.com/journals/jamapediatrics/articlepdf/2843720/jamapediatrics_singh_2026_oi_250077_1767635944.37925.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"page":null,"type":"journal-article","issue":null,"score":1,"title":["Social Media Use and Well-Being Across Adolescent Development"],"author":[{"given":"Ben","family":"Singh","sequence":"first","affiliation":[{"name":"Alliance for Research in Exercise, Nutrition, and Activity, University of South Australia, Adelaide, South Australia, 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between after-school social media use (none, >0 to <12.5 h/wk, ≥12.5 h/wk between 3-6 pm) and well-being across 8 validated domains, using mixed-effects logistic models stratified by sex. The analytic sample was 100,991 adolescents contributing 173,533 observations.","key_result":"A U-shaped pattern emerged: versus moderate users, the highest-use group had higher odds of low well-being (grades 7-9, girls OR 3.13 [95% CI, 2.88-3.39]; boys OR 2.25 [1.86-2.72]); nonusers also had higher odds in later adolescence (grades 10-12, girls OR 1.79 [1.41-2.27]; boys OR 3.00 [2.01-4.46]). These patterns were consistent across years and robust to sensitivity analyses.","limitations":"The exposure was self-reported, and the observational design (repeated cross-sectional within a cohort) limits causal inference. Outcomes were dichotomized, and absolute risks were not reported.","practice_takeaway":"For adolescents, very high social media use was linked with poorer well-being, while complete nonuse in later adolescence was also linked with lower well-being compared with moderate use. Counsel families toward balanced, age-aware use and monitor heavy use, recognizing these are associations, not proof of causation."}}],"initialOffset":9,"fetchConfig":{"kind":"tags","tags":[{"tag_type":"condition","value":"Adolescent Mental Health"}]},"breadcrumbItems":[{"name":"Home","href":"/"},{"name":"Research Hub","href":"/hub"},{"name":"Conditions","href":"/hub/tag/condition"},{"name":"Adolescent Mental Health"}],"hrefConfig":{"basePath":"/hub/papers","webViewQueryParams":{"hub_ctx":"tag","hub_tag_type":"condition","hub_tag_value":"Adolescent Mental Health"}}}]]

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